THE EFFECTIVENESS OF E-READING TOOLS TOWARD STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION AT SECONDARY LEVEL

LUTVIA MAHMUDAH, 2813123018 (2016) THE EFFECTIVENESS OF E-READING TOOLS TOWARD STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION AT SECONDARY LEVEL. [ Skripsi ]

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Abstract

ABSTRACT Mahmudah, Lutvia. Student Registered Number. 2813123018. 2016.The Effectiveness of E-Reading Tools toward Students’ Achievement in Reading Comprehension at Secondary Level.Sarjana Thesis. English Education Department. Faculty of Tarbiyahand Teacher Training. State Islamic Institute (IAIN) of Tulungagung. Advisor: Ida Isnawati, M.Pd. Keywords: effectiveness, e reading tool, reading comprehension achievement, reading instruction One of the tools used in reading comprehension instruction is e reading. E reading tool refers to a group of activity that is organized in applying the hardware and software used to display electronic text on a computer screen or other devices that support its application on learning process. In this research, the researcher try to use electronic pessages or digital reading pessages that may display pictures, character visualization, story setting images, etc. The aim is to give students experience of reading pleasure, then the students seem to emotionally respond to the characters, plot, setting, events, and the writer messages. So, it will help students learn to read comprehensively. The formulation of the research problems were: 1) How is the students’ reading achievement before being taught by using e reading tool? 2) How is the students’ reading achievement after being taught by using e reading tool? 3) Is there any significant difference of students’ achievement before and after being taught by using e readingtool? The purposes of this research were to: 1) know the students’ reading achievement before being taught by using e reading tool. 2) investigatethe students’ reading achievement after being taught by using e reading tool. 3) find out whether there is a significant difference between the students’ reading achievements before and after being taught by using e reading or not. Research Method: 1) the research design in this research was experimental, queasy-experimental design, with quantitative approach, 2) the population of this research was all students of second semester of ten grade at MA Terpadu Al Anwar DurenanTrenggalek, 3) the sample of this research was Xc class consisting of 35 students, 4) the research instrument was test, 5) the data analysis was using T test. The result showed that the students’ mean score in reading comprehension instruction before they were taught by using e reading tool was 63.54. While the students’ mean score after they were taught by using e reading tool was 69.03. Further, the T count was(4.5194), whereasT tablewith significant level 5% (α=0,050) and dF= 34 was (2.03224). From the data analysis, it is shown that T count was greater than T table..It means that Hawhich states there is any significance difference between students’ reading score before and after being taught by using e reading was accepted and the null hypothesis (H0) stated there is no significance difference between students’ reading score before and after being taught by using e reading tool was rejected. As the result, e reading can be used as an alternative tool in reading comprehension instruction for students at Senior High School level.

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